By Virginia Buysse
Program quality has been at the forefront of policy and research in the early childhood field for some time now. However, too often, program quality has been equated with scores on the Early Childhood Environment Rating Scale-Revised (ECERS-R), along with other measures of global program quality. In recent years, the quality enhancement movement and corresponding Quality Rating Improvement System (QRIS) initiatives in many states have helped expand the field’s understanding of the best way to assess program quality, document program quality improvements, and communicate information about program quality with parents and other consumers. Now, as a direct result of RTI, the early childhood field has an opportunity to consider a new way of thinking about program quality as it relates to instructional practices and the impact of these practices on how children learn.
The Recognition & Response (R&R) framework defines Tier 1 as the foundation of learning for every child. This means having a core curriculum that is based on research and is comprehensive across all domains of learning, along with intentional teaching of key content areas. Intentional teaching also includes having a system for planning and evaluating instruction for all children.
Here are ten questions to ask when choosing a curriculum to help ensure high quality at Tier 1:
1. Is it comprehensive? A good curriculum cannot just focus on academics, but must address the whole child by setting goals for children’s growth in every area.
2. Is learning integrated? Children learn through everything they do, not just when the teacher sits down to instruct. The curriculum should include opportunities to learn throughout the day (e.g., play, transitions, and project work).
3. Are a variety of instructional approaches used? Because there is no one way to teach or learn, teachers must use a variety of approaches including explicit instruction, child discovery, and small and large groups.
4. Is the curriculum developmentally appropriate? Is it appropriate for the children’s ages, cultures, and individual needs and interests?
5. Is the curriculum based on accepted early childhood research and theory?
6. Is there evidence that the curriculum works? Has the curriculum’s effectiveness been documented through research?
7. Are there clear goals for learning that reflect child development theory, state early learning standards, and recommended practices?
8. Does the curriculum actively involve all children? All children should be interested and actively engaged in exploration, experimentation, and problem solving.
9. Are families expected to participate? Parents are encouraged to consider and fill many roles in planning, implementing, and evaluating the early childhood program.
10. Do professionals have a variety of ongoing professional opportunities to expand their knowledge and skills to implement the curriculum effectively?
Adapted from www.recognitionandresponse.org/content/view/49/100/.
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